管理教育的未来创业教育外文文献翻译中英文.docx

1、管理教育的未来创业教育外文文献翻译中英文管理教育的未来：创业教育外文翻译中英文2019-2020英文The future of management education: The role of entrepreneurship education and junior enterprisesJoao Almeida，Ana DiasDaniel，Claudia FigueiredoAbstractThis study assesses the effect of entrepreneurship education and the participation in junior enterp

2、rises (JA) on the entrepreneurial attitudes and intentions of higher education students. A self-report instrument was answered by 139 management and economics students enrolled in Portuguese universities. The results show that students enrolled in JEs show higher levels of perceived behavioural cont

3、rol than students not involved in such extra-curricular activity. Additionally, students enrolled both in JEs and entrepreneurship education reported a higher entrepreneurial intention than those students that are only members of a JE. These findings suggest that deeper integration of extra-curricul

4、ar activities and entrepreneurship education on management education curricula is crucial for the development of dynamic managerial capabilities. Moreover, it was observed that extra-curricular activities, like participating in a junior enterprise, complement rather than substitute entrepreneurship

5、education. Several suggestions to make management education more impactful on students managerial capabilities and skills are also provided.Keywords: Management education, Entrepreneurial education, Entrepreneurial intention, Junior enterprises, Future skills, Practical educationIntroductionIn an in

6、creasingly globalised, fast-changing and uncertain environment, organizations must be able to make decisions quickly to adapt constantly to new market realities. To face these challenges, the role of managers is crucial due to their strong influence on organizations life and strategy (Anderson, Hibb

7、ert, Mason, & Rivers, 2018). Therefore, managers have to have a set of skills and knowledge to be capable of answering not only to organizations needs, but also to contribute effectively to societys transformation through their business practices (Hillmann, Duchek, Meyr, & Guenther, 2018;Warwick, Wy

8、ness, & Conway, 2017).Management education (ME) is critical for providing this set of skills and knowledge, not only to current managers, through lifelong learning initiatives, but, more importantly, to future managers so that they can be better equipped to deal with upcoming challenges (Pina e Cunh

9、a, Vieira da Cunha, & Cabral-Cardoso, 2004;Sharma, 2017). However, ME has been criticized for focusing too much on theoretical content and not promoting the development of students skills and competencies (Hillmann et al., 2018), or for being too simplistic in the approach when compared to the reali

10、ty of companies context (Pina e Cunha et al., 2004). Therefore, a broader understanding of concepts, combined with collaborative and practical teaching methodologies, is essential for developing a more effective ME that can respond to the needs of the future managers and to the societal challenges t

11、hat affect the life of firms (Anderson et al., 2018).Some of the skills needed by future managers include alertness, opportunity recognition, creative problem solving, pro-activity and resilience (Gebauer, 2013;Hillmann et al., 2018) which are skills associated to entrepreneurial behaviour, suggesti

12、ng that a closer integration between the development of entrepreneurial skills and ME may contribute for improving ME learning outcomes.The importance of entrepreneurship education (EE) has been recognized by both researchers (Gibb, 1987;Kuratko, 2005;Pittaway, Hannon, Gibb, & Thompson, 2009;Vazquez

13、, Lanero, Gutierrez, & Garcia, 2011) and policymakers (European Commission, 2012,2006;Wilson, 2008). Despite the extensive research on this topic, there are still doubts regarding which approaches, contents, and methods are more effective for developing students entrepreneurial skills and behaviours

14、 (Blenker, Korsgaard, & Neergaard, 2011;Egerov, Eger, & Mik, 2018;Fayolle, 2005). Many authors suggest the use of new teaching methodologies in EE courses (Daniel, 2016;European Commission, 2008), being the learning-by-doing or experience-based learning two of the more relevant methodologies explore

15、d (Gonzlez, Castro, Gonzlez, & Cendn, 2016;Thompson, Scott, & Gibson, 2010). Extra-curricular activities, such as junior enterprises (JEs), can provide the adequate context for implementing these methodologies (European Commission, 2012;Pittaway, Rodriguez-Falcon, & King, 2011;Thompson et al., 2010)

16、. JEs are non-profit organizations, which are implemented and managed exclusively by higher education students and that aim at providing services to external stakeholders. By doing so, those organization support learning-by-doing experiences which enable the consolidation of theoretical knowledge, f

17、ostering an entrepreneurial spirit and enhancing the employability of their members (JADE, 2017).Our contribution to this debate is to provide shreds of evidence regarding the role of formal and informal entrepreneurial learning initiatives, such as entrepreneurship education and the participation i

18、n JEs, in the development of an entrepreneurial behaviour among ME students, through assessing students entrepreneurial intention (EI) and its antecedents. Many studies show that EI, and its consequent entrepreneurial behaviour, can be enhanced through the exposure to EE or in a context where studen

19、ts experience entrepreneurial activities, such as in the case of JEs (Morris, Webb, Fu, & Singhal, 2013;Schelfhout, Bruggeman, & Maeyer, 2016). Therefore, it is relevant to understand how EE courses and participation in extra-curricular activities, such as JEs, can improve entrepreneurial skills and

20、 behaviour (Binks, Starkey, & Mahon, 2006).The main objective of this paper is to contribute to the design of future ME programs that better equip students with the skills needed to deal with future business challenges, through understanding the relevance of entrepreneurial teaching initiatives for

21、the development of ME students entrepreneurial intention and behaviour. Thus, this paper aims to answer the following research question: Is the participation in entrepreneurship training courses and/or in JEs important for the development of entrepreneurial behaviour of management students?The futur

22、e of skills: the case of future managersChallenges related with the increasing globalisation, demographic and technological changes, as well as political and economic uncertainty, and environmental sustainability are surely shaping the future of our society (Bakhshi, Downing, Osborne, & Schneider, 2

23、017). To overcome those challenges it will be necessary, on the one hand, a constant adaptation and resilience of citizens, which reflects the need for developing new skills and knowledge, especially among young people that soon will enter the labour market (Volkmann et al., 2009). In fact, as menti

24、oned in the reportThe Future of Skills: Employment in 2030, future labour force should be equipped with a set of new skills, such as innovative problem-solving practices, as well as the capacity to create new alternatives, and to detect changes or new opportunities in the environment (Bakhshi et al.

25、, 2017). Also, competencies like long-term visioning, critical thinking, and interpersonal skills are considered crucial requirements to future job performance (Hillmann et al., 2018;Schumacher & Mayer, 2018). On the other hand, organizations need to become increasingly flexible to anticipate, adapt

26、 to, and/or rapidly recovering from negative events that may occur (Lengnick-Hall, Beck, & Lengnick-Hall, 2011), as well as to take advantage of market opportunities that may arise. In this case, managers will have a greater responsibility due to their strong influence on organizations strategy (And

27、erson et al., 2018). Managers are key actors in promoting the organizations strategic orientation (Adner & Helfat, 2003;Carmeli, Friedman, & Tishler, 2013), resilience (Gebauer, 2013;Hillmann et al., 2018;Shin, Taylor, & Seo, 2012) and innovation (Kearney, Harrington, & Kelliher, 2018), since they p

28、ossess to some extent dynamic managerial capabilities which enable them to create or modify the firms resource base and competencies (Helfat & Martin, 2015). Several studies have related managers dynamic managerial capabilities with the ability of firms to adapt and strive under conditions of change

29、 (e.g.Boyd, Haynes, Hitt, & Ketchen, 2012;Peteraf & Reed, 2007). A study conducted byBuil-Fabreg, Alonso-Almeida, and Bagur-Femenas (2017)show that managers individual dynamic capabilities help them to detect changes in the market earlier and to promote business sustainability. Thus, firms with stro

30、ng dynamic capabilities are intensely entrepreneurial, which means that “they not only adapt to business ecosystems, but also shape them through innovation and through collaboration with other enterprises, entities, and institutions” (Teece, 2007, p. 1319).According toAdner and Helfat (2003), dynami

31、c managerial capabilities are rooted in three underlying factors: managerial cognition, managerial social capital, and managerial human capital. The first factor, managerial cognition, is related to managerial beliefs and mental models that serve as a basis for decision making (Walsh, 1995). In turn

32、, managerial social capital results from social relationships and can confer influence, control, and power (Adler & Kwon, 2002). Finally, managerial human capital refers to skills acquired through education and training, as well as prior work experience (Khanna, Jones, & Boivie, 2014). These factors

33、 may act combined or separately to influence the strategic and operational decisions of managers. For instance, education, training, and work experience affect also managerial cognition (Corra, Bueno, Kato, & Silva, 2018), and managerial social capital. Thus, management education (ME) plays a central role in equippin